The Theory and Practice of Adult Education

"I am honored to write this endorsement for Viktor Wang’s new book, The Theory and Practice of Adult Education, a masterful work that takes andragogy to new heights in the 21st century. As a past president of the American Association for Adult and Continuing Education (AAACE), a professor with decades of experience, and someone who had the privilege of learning directly from Malcolm Knowles, the father of modern andragogy, I have a deep appreciation for the theoretical foundations and practical applications that this book offers. Viktor Wang’s work stands out as an extraordinary contribution to the evolving field of adult education.

Viktor Wang's scholarly journey is impressive, with roots that trace back to his time as a doctoral student at the University of Arkansas, Fayetteville. There, in Malcolm Knowles' former department, Viktor worked closely with his professor, Dr. Lyle, as a graduate assistant. Based on Knowles' seminal theories, Dr. Lyle's course provided Viktor with the foundational knowledge of adult learning. Viktor’s deep understanding of these principles has shaped his academic career, culminating in this influential book that honors Knowles' legacy and propels it into the future.

Andragogy, coined in Germany in 1833 and popularized by Knowles in North America during the 1970s, represented a revolutionary shift in the understanding of how adults learn. The distinction Knowles made between pedagogy (the education of children) and andragogy (the art and science of helping adults learn) highlighted the fact that adults bring a wealth of experiences, self-directedness, and unique needs to the learning process. Viktor Wang’s book embraces these core principles, offering readers a profound exploration of how andragogy continues to serve as a guiding framework for adult education in various contexts.

In the opening chapter, Viktor brilliantly revisits the fundamental question: Andragogy or Pedagogy to Promote Organizational Learning? He masterfully argues that the development of self-directed capabilities in employees and leaders is crucial for fostering agility and innovation in modern organizations. His assertion that organizational learning is deeply tied to the leadership environment echoes Knowles' emphasis on creating conducive learning conditions for adults. Viktor goes beyond merely presenting these ideas—he integrates them with contemporary trends in technology and leadership, positioning them within the broader landscape of organizational development.

One of the most valuable aspects of this book is Viktor Wang’s nuanced approach to the cultural applicability of adult learning theories. In Chapter 3, he offers a comparative analysis of Chinese and American adult teaching methods, shedding light on how andragogical principles are adapted in different cultural contexts. This cross-cultural perspective is especially significant in today’s globalized world, where educators and policymakers must understand the varied contexts in which adult learners exist. Viktor’s work bridges these gaps, demonstrating the universal relevance of adult learning theories while acknowledging the importance of cultural sensitivity.

Moreover, Viktor Wang’s deep dive into the integration of technology in adult learning environments, particularly through learning management systems (LMS), is timely and forward-thinking. In the post-pandemic world, as online learning continues to rise, Viktor’s focus on the role of digital technologies in promoting transformative learning is both necessary and insightful. He shows how andragogy, when applied in the context of modern technologies, can create engaging, learner-centered environments that meet the needs of today’s adults.

As a former student of Malcolm Knowles, I deeply appreciate how Viktor Wang carries the torch of andragogy forward. He builds upon Knowles' groundbreaking ideas, enriching them with fresh insights and contemporary applications that make his work relevant to educators, administrators, and policymakers alike. His emphasis on applying andragogical principles to workforce development and the enhancement of professional identity speaks directly to the needs of the 21st-century learner.

In conclusion, The Theory and Practice of Adult Education is a vital contribution to the field. It serves not only as a tribute to Malcolm Knowles and his transformative impact on adult learning but also as an essential resource for anyone seeking to understand the complexities of adult education in today’s world. Viktor Wang has succeeded in producing a book that is both theoretically rich and practically relevant. I wholeheartedly endorse this work and encourage anyone involved in adult education to engage deeply with its contents. Whether you are a seasoned educator or new to the field, Viktor’s insights will both inform and inspire you in your practice."
Dr. John A. Henschke
Past President of AAACE; Professor Emeritus, University of Missouri & Lindenwood University; Inductee of the International Adult and Continuing Education Hall of Fame; Former Doctoral Student of Malcolm S. Knowles

"In 1966 in Boston, two like-minded educators engaged in a lively exchange about the theory and practice of educating adults: Dr. Malcom Knowles, then Professor of Education at Boston University, USA, and Dr. Dusan Savićević, then Professor of Andragogy at the University of Belgrade, Serbia. Their meeting led to introducing the theory and philosophy of andragogy to the USA context in 1968 when Dr. Knowles contributed the landmark work, The Modern Practice of Adult Education, to our profession. Over the years, extrapolations, re-interpretations, cliff-noting, re-baptizing, and even misapplying, misnaming, and contradicting have characterized the US dialogue on andragogy. And here we are, 56 years later, inviting you to re-examine our field's most enduring authentic concept. The Theory and Practice of Adult Education probes the intricate world of adult education, presenting varying perspectives and practices about the facilitation of learning for adults. The insights of twelve chapters beckon us to revisit the very roots of andragogy and to ponder essential principles to further explore modern-day applications for today’s vibrant, global, and technology-mediated context.

For this book, Dr. Viktor Wang vetted a range of topics, deemed essential for educators, administrators, and policymakers alike. Chapter 1 emphasizes agility and innovation in our era of advancing technology, in which self-directed learning and collaborative problem-posing are key to creating support for learners to succeed and organizations to thrive. Chapter 2 picks up on these notions of organizational and leadership support within multi-various theories related to andragogic principles. The author highlights the nature of organizations and appropriate kinds of leadership to develop learning communities that nimbly adapt to change. Chapter 3 describes the technological advancements’ impact on global societal change. Addressing the learning needs of adults to increase their capacity in the workforce is aligned with andragogy’s values based on a study with Chinese educators. With insights into the impact of the post-pandemic labor market, Chapter 4 focuses on expanding employee skills and the relevance of training in self-directed learning and self-concepts. Chapter 5 turns to the educators’ knowledge and skills, aligned to instructional methods that acknowledge and support the emancipatory and transformative goals of the adult learner. This need to facilitate learning in the context of learning management systems is connected in Chapter 6 to the ability of instructors to design and manage LMS-based teaching settings. Chapter 7 clarifies that technology offers opportunities for transformative learning when it serves educators as a tool: the use of which differs based on one’s epistemological stance. Chapter 8 adopts a framework of activity theory, integrating it with principles of critical theory and transformative practice, to better understand the identify meaningful change in teaching practices in online environments. Chapter 9 sketches a framework essential for program-level curriculum design with content and process aligned to the demands of the 21st Century, based on various theories and models. Chapter 10 explores these key elements in depth, offering aspiring educators the tools to navigate the complex landscape of curriculum development while remaining vigilant to the risks posed by social and political interference. In Chapter 11, it is argued that the positive impact of digital technologies on the quality of instruction has failed to materialize and an activity theory framework for effective transformation in online teaching methods is delineated.  The debate on professional identity with a critical look at developing one’s sense of work identity is opened in Chapter 12… A process of critical reflection on values to define work, self, and potential constraints for teacher and student success is suggested for re-evaluation of professional status.

We have come a long way from Knowles’ original guide to a modern practice of educating adults back in 1968. However, albeit for today’s context, The Theory and Practice of Adult Education is aligned with the essence of andragogy; focused on adult learners’ needs, addressing curriculum design, professional identity, leadership, collaboration, and the transformative potential of technology-mediated practices. Welcome to the continuing dialogue in 2024 and beyond!"
Gabriele Strohschen, Professor Emerita, DePaul University, Chicago